O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNOESTE |
Texto Completo: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1099 |
Resumo: | This dissertationis in the line of research entitled Public Policies in Education, Educational Practices and Diversity, of the Graduate Program in Education of the Universidade do Oeste Paulista. The objective of this research was to analyze the perception of non-heterosexualy outh about their sexualities, as well as to verify their experiences during the schooling process in the contextof formal education. The adopted epistemological framework is based on post-structuralism and the qualitative approach wasadopted as a methodological design. The research was conducted with Young people who do not identify with the heteronormative patterns in terms of the expression. of their sexualities. In addition, it was considered that these participants stand out for their social actions related to debates about youth protagonism, sexual diversity and drug prevention in their communities, located in theperipheryof a medium-sizedcity in the interior of the state of São Paulo. The instruments used were semi-structured interviews and reflective interviews. The issuesofthe script wereformulatedfromdiscussionsbroughtbythearea-specificliterature. The focus group was also performed as a technique for data collection, conducted through the use of images that portrayed central analytical categories in the adopted the oretical framework. It was also understood that the images would allow a greater approximation of the life stories of the participants, allowing the evocation of subjects not explored just with the use of interviews. For the analysis of the material was used the technique of contente analysis. Fromtheanalyzes, three analytical categories were identified in the Study: a) Structural homophobia; b) Injury in the school environment; c) A network of affective and social support. The results of the work demonstrate that, before a heteronormative society, any expression. Of desireconsidered deviant can be constantly rejected and invisible with in a meticulous system engendered by social practices and discourses, including the formal environments of education at its diferente levels. The research is made relevant by the importance of the theme for thearea of education, especially at the moment when conservative and fundamentalista discourses gain diferente contours and spaces. In addition, the investigative process made it possible to reflect on the extentto which these "abnormal" subjects can transit in formal education spaces, despite the fact that these spaces are configured as homophobic, violent, oppressive and that produce psychic suffering in subjectsthat are notheteronormativepatterns. |
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Pessoa, Alex Sandro GomesPrado, Vagner Matias dohttp://lattes.cnpq.br/5401466231790767Silva, Divino José dahttp://lattes.cnpq.br/9351992731171521QUIRINO, Rafael Contini2018-09-17T21:49:32Z2018-03-23QUIRINO, Rafael Contini. O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização. 2018. 103 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prundente, 2018.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1099This dissertationis in the line of research entitled Public Policies in Education, Educational Practices and Diversity, of the Graduate Program in Education of the Universidade do Oeste Paulista. The objective of this research was to analyze the perception of non-heterosexualy outh about their sexualities, as well as to verify their experiences during the schooling process in the contextof formal education. The adopted epistemological framework is based on post-structuralism and the qualitative approach wasadopted as a methodological design. The research was conducted with Young people who do not identify with the heteronormative patterns in terms of the expression. of their sexualities. In addition, it was considered that these participants stand out for their social actions related to debates about youth protagonism, sexual diversity and drug prevention in their communities, located in theperipheryof a medium-sizedcity in the interior of the state of São Paulo. The instruments used were semi-structured interviews and reflective interviews. The issuesofthe script wereformulatedfromdiscussionsbroughtbythearea-specificliterature. The focus group was also performed as a technique for data collection, conducted through the use of images that portrayed central analytical categories in the adopted the oretical framework. It was also understood that the images would allow a greater approximation of the life stories of the participants, allowing the evocation of subjects not explored just with the use of interviews. For the analysis of the material was used the technique of contente analysis. Fromtheanalyzes, three analytical categories were identified in the Study: a) Structural homophobia; b) Injury in the school environment; c) A network of affective and social support. The results of the work demonstrate that, before a heteronormative society, any expression. Of desireconsidered deviant can be constantly rejected and invisible with in a meticulous system engendered by social practices and discourses, including the formal environments of education at its diferente levels. The research is made relevant by the importance of the theme for thearea of education, especially at the moment when conservative and fundamentalista discourses gain diferente contours and spaces. In addition, the investigative process made it possible to reflect on the extentto which these "abnormal" subjects can transit in formal education spaces, despite the fact that these spaces are configured as homophobic, violent, oppressive and that produce psychic suffering in subjectsthat are notheteronormativepatterns.A presente dissertação situa-se na linha de pesquisa intitulada “Políticas Públicas em Educação, Práticas Educativas e Diversidade”, do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista (UNOESTE). O objetivo desta pesquisa foi analisar a percepção de jovens não-heterossexuais sobre suas sexualidades, bem como verificar as suas experiências durante o processo de escolarização no contexto de educação formal. O referencial epistemológico adotado tem como referência o pós-estruturalismo e foi adotada a abordagem qualitativa como desenho metodológico. A pesquisa foi realizada com jovens que não se identificam com os padrões heteronormativos em termos da expressão de suas sexualidades. Além disso, foi considerado o fato destes participantes se destacarem por suas ações sociais relacionadas a debates sobre protagonismo jovem, diversidade sexual e prevenção às drogas em suas comunidades, situadas na periferia de uma cidade de médio porte do interior do estado de São Paulo. Os instrumentos utilizados foram entrevistas semiestruturadas e entrevistas reflexivas. As questões do roteiro foram formuladas a partir de discussões trazidas pela literatura específica da área. Também foi realizado o grupo focal como técnica para a coleta de dados, conduzido por intermédio do uso de imagens que retratavam categorias analíticas centrais no referencial teórico adotado. Também se entendia que as imagens possibilitariam uma maior aproximação das histórias de vida dos participantes, possibilitando a evocação de temas pouco explorados apenas com o uso de entrevistas. Para a análise do material foi utilizada a técnica de análise de conteúdo. A partir das análises, foram identificadas três categorias analíticas no estudo: a) Homofobia estrutural; b) A injúria no ambiente escolar; c) Rede de apoio afetivo e social. Os resultados do trabalho demonstram que, diante de uma sociedade heteronormativa, qualquer expressão de desejo considerada desviante pode ser rechaçada e invisibilizada constantemente dentro de um sistema meticuloso engendrado por práticas e discursos sociais, incluindo os ambientes formais de educação em seus diferentes níveis. A pesquisa se faz relevante pela importância da temática para a área da educação, especialmente no momento em que discursos conservadores e fundamentalistas ganham diferentes contornos e espaços. Além disso, o processo investigativo possibilitou a reflexão sobre até que ponto esses sujeitos considerados “anormais” podem transitar em espaços de educação formal, apesar da constatação destes espaços se configurarem como homofóbicos, violentos, opressivos e que produzem sofrimento psíquico em sujeitos que não se enquadram em padrões heteronormativos.Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-09-17T21:49:32Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rafael Contini Quirino.pdf: 1092577 bytes, checksum: 94d1ed3f09eebe6c88e234dd9c699de3 (MD5)Made available in DSpace on 2018-09-17T21:49:32Z (GMT). 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dc.title.por.fl_str_mv |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
dc.title.alternative.eng.fl_str_mv |
The body not educated: narratives on sexualities and schooling trajectories |
title |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
spellingShingle |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização QUIRINO, Rafael Contini Sexualidades Homossexualidade Heteronormatividade Homofobia. Escola. Educação Sexualities Homosexuality. Heteronormativity. Homophobia. Education School. CIENCIAS HUMANAS::EDUCACAO |
title_short |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
title_full |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
title_fullStr |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
title_full_unstemmed |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
title_sort |
O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização |
author |
QUIRINO, Rafael Contini |
author_facet |
QUIRINO, Rafael Contini |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pessoa, Alex Sandro Gomes |
dc.contributor.referee1.fl_str_mv |
Prado, Vagner Matias do |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5401466231790767 |
dc.contributor.referee2.fl_str_mv |
Silva, Divino José da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9351992731171521 |
dc.contributor.author.fl_str_mv |
QUIRINO, Rafael Contini |
contributor_str_mv |
Pessoa, Alex Sandro Gomes Prado, Vagner Matias do Silva, Divino José da |
dc.subject.por.fl_str_mv |
Sexualidades Homossexualidade Heteronormatividade Homofobia. Escola. Educação |
topic |
Sexualidades Homossexualidade Heteronormatividade Homofobia. Escola. Educação Sexualities Homosexuality. Heteronormativity. Homophobia. Education School. CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Sexualities Homosexuality. Heteronormativity. Homophobia. Education School. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertationis in the line of research entitled Public Policies in Education, Educational Practices and Diversity, of the Graduate Program in Education of the Universidade do Oeste Paulista. The objective of this research was to analyze the perception of non-heterosexualy outh about their sexualities, as well as to verify their experiences during the schooling process in the contextof formal education. The adopted epistemological framework is based on post-structuralism and the qualitative approach wasadopted as a methodological design. The research was conducted with Young people who do not identify with the heteronormative patterns in terms of the expression. of their sexualities. In addition, it was considered that these participants stand out for their social actions related to debates about youth protagonism, sexual diversity and drug prevention in their communities, located in theperipheryof a medium-sizedcity in the interior of the state of São Paulo. The instruments used were semi-structured interviews and reflective interviews. The issuesofthe script wereformulatedfromdiscussionsbroughtbythearea-specificliterature. The focus group was also performed as a technique for data collection, conducted through the use of images that portrayed central analytical categories in the adopted the oretical framework. It was also understood that the images would allow a greater approximation of the life stories of the participants, allowing the evocation of subjects not explored just with the use of interviews. For the analysis of the material was used the technique of contente analysis. Fromtheanalyzes, three analytical categories were identified in the Study: a) Structural homophobia; b) Injury in the school environment; c) A network of affective and social support. The results of the work demonstrate that, before a heteronormative society, any expression. Of desireconsidered deviant can be constantly rejected and invisible with in a meticulous system engendered by social practices and discourses, including the formal environments of education at its diferente levels. The research is made relevant by the importance of the theme for thearea of education, especially at the moment when conservative and fundamentalista discourses gain diferente contours and spaces. In addition, the investigative process made it possible to reflect on the extentto which these "abnormal" subjects can transit in formal education spaces, despite the fact that these spaces are configured as homophobic, violent, oppressive and that produce psychic suffering in subjectsthat are notheteronormativepatterns. |
publishDate |
2018 |
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2018-09-17T21:49:32Z |
dc.date.issued.fl_str_mv |
2018-03-23 |
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dc.identifier.citation.fl_str_mv |
QUIRINO, Rafael Contini. O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização. 2018. 103 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prundente, 2018. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1099 |
identifier_str_mv |
QUIRINO, Rafael Contini. O corpo (des)educado: narrativas sobre sexualidades e as trajetórias de escolarização. 2018. 103 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prundente, 2018. |
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http://bdtd.unoeste.br:8080/jspui/handle/jspui/1099 |
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